Movement Education Framework Introduction

 

MOVEMENT EDUCATION FRAMEWORK: INTRODUCTION

 

Aim of movement framework

 

develop awareness of self in physical activity

 

develop awareness of body and capacities

 

Focus of movement framework

contribute to general education of learner

 

 

 



 

General objectives of movement framework

 

Success – Everyone has a chance to succeed at his/her own rate so as to experience success

 

Activity for all – Everyone should be working purposefully throughout the lesson, thus preventing waiting children and line standing

 

Contribution by all – Everyone has a chance to contribute through inventiveness, use of imagination, initiative, and lively ideas

 

 

 

Movement Education Framework can be used for:

 

structuring content

 

observing and analyzing movement

 

communicating about movement

 

evaluating program content

 

Movement Education Framework

Initiated by: Rudolph Laban (1960), Sheila Stanley, (1977), B.C. Gilliom, (1970), M. Frostig, (1970), Fleming, R.S. (1968); Logson, et al., (1977; 1984).

 

Content Standard 2

Point of View About Movement

 

Point of view about movement

 

What did you learn?

With one other person - list 3 things you learned from reading this handout…

 

 

 

Let's Look at the Flip-n-Fold

 

Content of MEF

 

Divided into 3 core content areas:

 

Body Control Skills™ (Educational Gymnastics)

 

Expressive Skills™ (Educational Dance)

 

Game Skills™ (Educational Games)

 

 

 

Presenting Tasks in MEF

 

Utilizing Concepts, Categories, Elements

 

Tasks are progressive in nature

 

progression should recognize individual characteristics of learners

 

Tasks fit with developmental level of learners (pre control, control, utilization, proficiency)

 

Tasks utilize MEF "language"

Tasks include appropriate "learning cues" as combined with MEF language

Presentation of Tasks- the "Movement Vocabulary"

 

Tasks are presented so learner is decision maker:

"If you feel you are ready, try . . .

When you are comfortable you may . . .

When you are ready, you may challenge yourself by . . .

Choose where you wish to begin your work . . .

Who can . . .

Can you . . .

How can . . .

What can . . .

Show me . . .

 

The Teacher Must Remember

 

To adapt the problem to the level of the participants

To move through activities in a simple to complex progression

To have knowledge of developmental level(s) of students in class

To expect individual interpretation – different from the teacher’s personal interpretation

To be creative

 

SUMMARY

 

What do you want to accomplish in the lesson?

 

What do you want to accomplish in a series of lessons?

 

What is the task asking learner to do?

 

A task may have more than one purpose

As the teacher, what is YOUR focus?

look for what mover does

look for what is occurring in movement

use concepts/categories/elements throughout all levels of movement